Methodology Year III - Part 1

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Transcript of Methodology Year III - Part 1

APPROACHMethodology Year IIIPart 1Course Requirements- Assignments according to the guidelines and by the deadline specified- Attendance according to general regulations- Overall Participation in the CourseMarks:

16 - 19 century18 century - modern languages were introducedfrenchenglishitalianspanish... however they followed the pattern Latin was taught.

teaching was focused around grammar partsoral work reduced to minimumPrincipal

characteristics:the main goal of studying a language is to read literaturereading and writing were the two primary skillsvocabulary was based on the reading texts and learning by memorizing bilingual lists of wordssentence was the most important part of the teaching practice accuracy was the aim of the teaching processgrammar was taught deductivelyL1 was the language of instructionGRAMMAR TRANSLATION METHOD

Careful selection of what is to be taught.Imposing limits on what is to be taught.Four skills: listening, speaking, reading and writing.Grading materials from simple to complex.General considerations of the Reform Movement (Sweet, Viëtor, Passy).The spoken language is primary.Include phonetics in teaching and teachers.Learners should hear the lang first, before seeing it in written form.Sentences should be taught in meaningful contexts.Grammar should be taught inductively.Avoid translation. Use mother tongue to clarify.Most important 19 century innovations:Increasing demand for oral proficiency in foreign languages as Europeans travelled.Marcel (1793-1896): child language learning. ReadingPrendergast (1806-1886): Children’s use of situational cues to interpret utterances and memorized phrases and “routines” in speaking. First structural syllabus.Gouin (1831-1896): Children language. Use of gestures and actions.The Direct Method (until 1920’s)Sauveur (1826-1907) in Europe; Berlitz in the USA: Berlitz Method (commercial lang schools):Classroom instruction in target languageLearning based on everyday vocabulary & sentencesSmall and intensive classesOral communication skills in graded progression. Communicative exchanges between student-teacherGrammar taught inductivelyUse of demonstration, objects and pictures in classPrinciples of the Berlitz schoolNever translate: demonstrate.Never explain: act.Never make a speech: ask questions.Never imitate mistakes: correct.Never speak with single words: use sentences.Never use the book: use your lesson plan.Never go too fast: keep the pace of the student.Never speak too slowly: speak normally.Never speak too quickly/loudly: speak naturally.Never be impatient: take it easy.Vital concepts addressed at the time and later- METHOD- approach- design- procedureapproachdesignprocedureRichards&RogersApproach is a theory of language and of language learning, assumptions and believes.Design is a definition of linguistic content, a specification for the selection and organization of content, and a description of the role of teacher, learner, and teaching materialsProcedure is concerned with techniques and practices in a methodAll language teaching methods based on a theory of language and beliefs or theories about how language is learned.

There are three different theoretical views of language which underlie popular teaching methods:StructuralFunctionalInteractionalDESIGNContent Choice and Organization Within the Instructional System: The Syllabus.Use of Content in the Instructional System: Learners, Teachers, and Materials.Learner Roles.Teacher Roles.Role of Instructional Materials.PROCEDUREthe focus is on the actual moment-to-moment techniques, practices, and activities that operate in teaching and learning a language according to a particular methodMETHODS1. TRADITIONAL METHOD (GRAMMAR-TRANSLATION METHOD)2. DIRECT METHOD

Theory of learning:GTM as a process-oriented theory, Language learning mainly as a habit formationConstant repetition and memorization of endless lists of grammar rules and vocabulary in order to produce perfect translation. Grammar taught deductivelyTheory of languageA system of structurally related elements for the transmission of meaning. These elements are usually described as- phonological units (phonemes)- grammatical units (phrases, clauses, sentences)- grammatical operations (adding, shifting, joining or transforming elements)- lexical items (function words and structure words)Theory of learningselect a representative sample of problems, identify a solution rule for each problem, convert each solution rule into a higher order problem whose solutions is that rule, identify a higher order solution rule for solving the new problems, eliminate redundant solution rules from the rule set (i.e., those which can be derived from other rules), Notice that steps 3 and 4 are essentially the same as steps 1 and 2, and continue the process iteratively with each newly-identified set of solution rules. The result of repeatedly identifying higher order rules, and eliminating redundant rules, is a succession of rule sets, each consisting of rules which are simpler individually but collectively more powerful than the ones before.Theory of languageA system of structurally related elements for the transmission of meaning. These elements are usually described as- phonological units (phonemes)- grammatical units (phrases, clauses, sentences)- grammatical operations (adding, shifting, joining or transforming elements)- lexical items (function words and structure words)Theory of learningBehaviorism, including the following principles: language learning is habit-formation mistakes are bad and should be avoided, as they make bad habits language skills are learned more effectively if they are presented orally first, then in written form analogy is a better foundation for language learning than analysis the meanings of words can be learned only in a linguistic and cultural context

The theory of languagethe concepts behind language i.e. traditional grammar.language as an operation - sets of communicative functionsThe theory of learningA variety of activities practiced in new situations will allow assimilation of what has already been learnt or partly learnt. It will also create further situations for which existing language resources are inadequate and must accordingly be modified or extended - "accommodation". This ensures an awareness and a continuing supply of learning goals as well as aiding the motivation of the learner.Crucial role of mistakesTheory of languageThe target of language learning is to learn to express communication functions and categories of meaningTheory of learning:activities that involve real communication promote learningactivities in which language is used for carrying out meaningful tasks promote learninglanguage that is meaningful to the learner promotes learning

The theory of languageThe Communicative view of language is the view behind the Natural Approach. Particular emphasis is laid on language as a set of messages that can be understood.

The theory of learning

Language acquisition (an unconscious process developed through using language meaningfully) is different from language learning (consciously learning or discovering rules about a language) and language acquisition is the only way competence in a second language occurs. (The acquisition/learning hypothesis)Conscious learning operates only as a monitor or editor that checks or repairs the output of what has been acquired. (The monitor hypothesis)Grammatical structures are acquired in a predictable order and it does little good to try to learn them in another order.(The natural order hypothesis).People acquire language best from messages that are just slightly beyond their current competence. (The input hypothesis)The learner's emotional state can act as a filter that impedes or blocks input necessary to acquisition. (The affective filter hypothesis)The theory of languagestructure-based approach to language

The theory of learningpriority given to vocabulary and lexical phrasesbuilding blocks of communicative competenceCOLLECTION OF APPROACHES1. What were the two first languages ever taught?2. What techniques were used to teach them?3. What were the first modern languages introducedand how were they taught?4. Characterize Grammar Translation Method6. Discuss the most important 19 th century innovations.7. What was IPA?8. Discuss The Practical Study of Language by Sweet9. Discuss the Reform Movement10. Discuss the Direct Method11. What is a method composed of?12. What is approach in language teaching?13. What is design in language teaching14. What is procedure in language teaching15. Discuss the theoretical views of languageActivity TypesTranslation of literary passages.Reading comprehension questionsAntonyms/ synonyms Deductive application of grammatical rulesFill in the blanks Memorization (of grammar and vocabulary)Use words in sentencesComposition writing